Pre-conference workshop from ISAAC 2014

1. Speaking
APPropriately:
AAC
and
apps
Jane
Farrall

2. REMEMBERING
DR
ROBIN
PARKER
WHO
CONTRIBUTED
SO
MUCH

3. AUGMENTATIVE
AND
ALTERNATIVE
COMMUNICATION
(AAC)

4. WHAT’S
APPROPRIATE:
AAC
APPS
• No
prerequisites
• Non-­‐electronic
forms
are
also
important
• CommunicaNon
is
mulN-­‐modal
• AOtudes,
skills
and
knowledge
of
communicaNon
partners
is
important
• Voice
output
supports
speech
development
• And
more!
What
we
know
about
suppor3ng
communica3on
&
AAC:

5. WHAT’S
APPROPRIATE:
AAC
APPS
Ø Core
and
fringe
Ø PragmaNc
funcNons
Ø Visual
consideraNons
Ø Scanning
vs
direct
access
• These
apply
to
both
high
and
low
tech
AAC
important
considera3ons
for
vocabulary
selec3on
and
arrangement:

6. WHAT’S
APPROPRIATE:
AAC
APPS
• A
system
needs
to
be
for
today
and
tomorrow.
(Beukelman
&
Mirenda,
2013)
• Nothing
is
perfect
before
you
use
it
• Not
limited
to
face
to
face
communicaNon
(Raghavendra
et.
al.,
2012)
• Needs
vary
depending
on
partner
and
situaNon
(Blackstone
and
Hunt-­‐Berg,
2003)
• MODEL
MODEL
MODEL
–
Aided
Language
SNmulaNon
(Goossens’,
Crain
&
Elder,
1992)
• Make
it
real
–
parNcipaNon
focus,
use
it
in
real
situaNons
What
we
know
about
implemen3ng
AAC:

7. WHAT’S
APPROPRIATE:
AAC
APPS
• ParNcipaNon
Model
–
Beukelman
and
Mirenda
(2013)
along
with
other
discussion
of
preferences
for
acNviNes
and
interests
• Light’s
(1989)
definiNon
of
communicaNve
competence
–
operaNonal,
linguisNc,
social,
strategic.
Use
the
AAC
Profile
(Kovach,
2009)
• Social
Networks
assessment
(Blackstone
and
Hunt-­‐
Berg,
2003)
• PragmaNc
Profile
–
(Dewart
and
Summers,
1995)
Key
Frameworks

8. • The
aim
of
any
communicaNon
system
is
for
the
person
to
meet
his/her
varied
communicaNon
requirements
as:
Ø Intelligibly
–
easy
for
communicaNon
partners
to
understand
and
listen
Ø Specifically
–
to
make
the
exact
message
clear
(near
enough
is
not
always
good
enough)
Ø Efficiently
–
Nme,
ease
of
access
Ø Independently
Ø In
as
socially
valued
manner
as
possible
–
being
part
of
the
group
• To
understand
others
and
to
be
understood
(Porter,
1997)
Key
Frameworks

9. • Factors
impacNng
long-­‐term
success
Ø Person
who
uses
AAC
system
experiences
success
91.76%
Ø Degree
to
which
the
system
is
valued
by
the
user
and
partners
as
a
means
of
communicaNon
90.58%
Ø System
serves
a
variety
of
communicaNve
funcNons
89.85%
Ø System
is
used
for
communicaNon,
not
just
as
a
toy
or
therapy
tool
(Real
communica-on)
87.20%
Ø Other
areas:
• Appropriate
device
selected
• Support
for
system
Success
Versus
Abandonment
of
AAC
Johnson,
et
al.
(2006)

10. • Factors
leading
to
inappropriate
abandonment:
Ø CommunicaNon
partners
believe
they
can
understand
message
without
AAC
(not
solving
anything)
-­‐
77.75%
Ø Insufficient
opportuniNes
-­‐
76.80%
Ø User
prefers
a
simpler
means
of
communicaNon
(effort
higher
than
outcome)
70.02%
Ø Vocabulary
does
not
meet
individualized
daily
living
needs
67.70%
Ø Other
areas
• Lack
of
support
–
training,
Nme
for
programming,
knowledgeable
professionals
• Time!!!!
• MoNvaNon
Success
Versus
Abandonment
of
AAC
Johnson,
et
al.
(2006)

11. • ‘‘When
I
First
Got
It,
I
Wanted
to
Throw
It
Off
a
Cliff’’
• Discusses
the
importance
of:
Ø Autonomy
Ø Real
life
experiences
Ø Not
just
requesNng!!!
Ø CommunicaNon
Partners
Ø PracNce,
learning
and
opportuniNes
• Role
models/modelling
Reflec3ons
from
adults
who
use
AAC
Rackensperger,
et.
al.
(2005)

12. • AAC-­‐RERC
White
Paper
(2011):
Ø “partnering
will
serve
the
AAC
professional
beler
than
resistance”
Ø “There
is
a
real
danger
of
succumbing
to
the
media’s
interest
in
smaller,
faster,
more
powerful
devices,
and
ignoring
the
other
features
(customizability,
learnability,
durability,
supports
for
training)
that
are
criNcal
to
successful
use
of
AAC”
Opinion
Papers

13. • Gosnell,
J.,
Costello,
J.
&
Shane,
H.
(2011).
Using
a
Clinical
Approach
To
Answer
“What
Communica-on
Apps
Should
We
Use?.
• McNaughton,
D.
&
Light,
J.
(2013).
The
iPad
and
mobile
technology
revoluNon:
Benefits
and
challenges
for
individuals
who
require
AugmentaNve
and
AlternaNve
CommunicaNon.
• Farrall,
J.
(2013b)
AAC
Apps
and
ASD:
Giving
Voice
to
Good
PracNce
Opinion
Papers

14. • Calculator
(2014)
Ø Parents
considered
use
of
iPads
for
AAC
as
important,
accepted,
successful
and
useful.
Ø Changing
landscape
of
devices
being
used
parNcularly
with
respect
to
mobile
technologies
• Flores
et
al
(2012)
Ø CommunicaNon
behaviours
either
increased
when
using
the
iPad
or
remained
the
same
as
when
using
picture
cards
Ø Use
of
the
iPad
did
not
detract
from
students’
communicaNon
Research?

15. • Taking
the
Pulse
of
AugmentaNve
and
AlternaNve
CommunicaNon
on
iOS
• Showed
that
AAC
apps
for
iPad
led
to
improvements
in
communicaNon
but
with
the
following
challenges:
Ø Professional
support
(availability
and
knowledge/skills).
Ø Limited
use
of
pragmaNc
funcNons
–eg.
starNng
and
changing
a
conversaNon.
Assis3veware
Survey
Niemeijer,
Donnellan
and
Robledo,
2012

16. • We
know
what
we
are
doing
in
AAC
but
not
all
developers
look
at
this
when
creaNng
apps
• There
is
a
need
for
beler
implementaNon
of
AAC
apps
to
ensure
posiNve
outcomes
BoIom
Line

17. HIGH
TECHNOLOGY
AAC

18. • Historically
had:
Ø Research
and
development
before
being
released
Ø Vocabulary
systems
which
(mostly)
reflected
good
pracNce
Ø Accompanied
by
teaching
materials
and
support
• Due
to
high
producNon
costs
and
low
producNon
runs
the
cost
of
these
devices
has
also
been
high.
• High
cost
led
to
gatekeeping
model
in
AAC
prescripNon
-­‐
imposed
by
funding
bodies
and
by
some
AAC
pracNNoners
• Many
parents
have
told
me
how
frustraNng
they
found
this
as
their
children
“had
to
develop”
to
a
perceived
point
before
geOng
equipment
High
Technology
AAC

19. • iPad
changed
the
face
of
high
tech
AAC
dramaNcally
• AAC
now
more
consumer
driven
• Easily
accessed
technology
that
large
numbers
of
people
feel
comfortable
with
• AAC
has
also
become
more
mainstream
and
more
desirable
for
many
• Gatekeeping
has
gone
• With
over
300
AAC
Apps
on
the
iTunes
store
alone
there
is
a
lot
of
choice
as
well
• Averaged
1.6
English
AAC
apps
per
week
since
the
App
Store
opened
–
hard
for
us
to
keep
on
top
of
it!
• Anyone
can
now
get
a
high
tech
AAC
system
for
under
$1000
iPad/iPhone/iPod
touch

20. • Over
300
on
the
App
store,
fewer
for
Android
• Unfortunately
many
of
them
don't
reflect
good
pracNce
and
research
• Example
1
Ø We
know
that
category
based
AAC
organisaNon
slows
down
communicaNon
and
impedes
the
development
of
language
and
communicaNon
skills
Ø We
have
known
this
since
the
80s
Ø Despite
this,
over
100
of
the
AAC
apps
on
the
App
store
are
straight
category
based
apps
many
focusing
on
needs
and
wants
• Example
2
Ø We
know
that
voice
output
encourages
speech
development
Ø Some
app
developers
don't
include
speech
in
their
AAC
Apps
claiming
that
this
is
because
speech
output
will
impede
speech
development
• Example
3
Ø We
know
that
providing
an
AAC
system
at
all
Nmes
and
modelling
use
of
the
system
throughout
the
day
in
mulNple
situaNons
leads
to
maximum
language
development
and
best
outcomes
Ø In
the
instrucNons
for
several
AAC
Apps
users
are
advised
to
allow
access
to
the
user
only
a
couple
of
Nmes
a
week
unNl
they
become
more
competent
• Let's
take
a
look
at
one…
AAC
apps

21. • Although
apps
are
cheap,
we
need
to
ensure
that
we
are
not
just
wasNng
money
with
the
wrong
apps:
Ø Time
–
valuable
Nme!
Ø OpportuniNes
Ø AOtude
–
user
and
communicaNon
partners
• The
good
news
is
that
some
apps
are
well
designed
and
reflect
good
pracNce
in
AAC
• The
number
of
these
is
slowly
building
AAC
apps

22. • Cool
factor
and
general
acceptance
• “There’s
an
app
for
that!!”
–
nearly
300
apps
for
AAC
plus
others!
• Real
life
models
of
use
–
much
more
than
other
devices
• Always
with
you
–
for
other
uses
• Portable
• Balery
life
• Other
uses
• RelaNvely
cheap
• No
gatekeepers
Benefits
of
mobile
devices

23. • DistracNons
• Speakers
• Apps
don’t
‘link’
well….yet
• Durability
• Some
limits
in
accessibility
features
• Ongoing
change
• AlracNveness
to
other
kids
(good
and
bad)
• No
gatekeepers
(good
and
bad)
• Less
documentaNon
and
R&D
behind
them
Limita3ons
and
Disadvantages
of
mobile
devices

24. • Comprehensive
AAC
apps
• Symbol
based
apps
• Text
based
apps
• Specific
situaNon
apps
e.g.
phone
calls,
games
• Pre-­‐planned
or
sequenced
messages
e.g.
social
scripts
• IniNaNng
or
encouraging
interacNon
e.g.
introducNon
strategy,
partner
focused
quesNons
• Fringe
vocabulary
apps
e.g.
movies,
friends,
maps
• Sharing
informaNon
and
chat
books
e.g.
specific
for
this
purpose
or
mainstream
such
as
iMovie
Comprehensive
apps
can
usually
do
most
of
these
other
funcNons
too
Types
of
AAC
apps
InformaNon
mostly
from
Farrall
(2013a)

25. LET’S
HAVE
A
LOOK
AT
SOME…

26. TapSpeak
Sequence
Plus
• For
many
AAC
users
we
want
them
to
learn
how
to
be
successful
communicators
as
they
develop
language.
• For
all
AAC
users,
there
are
Nmes
when
they
want
quick,
errorless
communicaNon
to
get
their
message
across
• TapSpeak
Sequence
is
ideal
for
a
range
of
purposes,
and
especially
for
sequenced
social
scripts
(Musselwhite
&
Burkhart,
2001)
Ø Jokes
Ø News
Ø Cheering
at
a
sports
event
Ø Gossip
Ø Messages
Ø Interviews
Ø Etc
TapSpeak
Sequence
Plus

27. • Story
telling
is
a
large
part
of
our
daily
communicaNon.
• For
young
children
it
is
esNmated
to
be
approximately
11%
of
their
day.
As
we
get
older
it
is
esNmated
that
this
increases
to
between
50
–
80%.
(See
aac.unl.edu
for
more
specific
informaNon).
• Story
telling
is
an
important
part
of
how
we
build
social
closeness.
• Roger
Schank
(hlp://www.rogerschank.com/)
has
done
analyses
of
the
way
in
which
we
use
stories
to
idenNfy
people
we
might
want
to
be
friends
with
and
how
we
swap
stories
with
similar
themes
to
build
social
closeness.
Story
telling

28. • GoTalk
Now
is
ideal
for
story
telling
(and
other
things)
–
and
can
be
accessed
by
touch
or
by
switch
interfaces.
It
even
has
auditory
scanning
as
an
opNon.
• Switch
access
to
the
iPad
is
mostly
through
Bluetooth
interfaces.
Some
are
only
compaNble
with
apps
which
are
programmed
to
be
switch
accessible.
See
hlp://www.janefarrall.com/html/ipad.html
for
a
list
of
all
the
switch
accessible
apps
we
are
aware
of.
Interfaces
which
offer
greater
switch
access
to
the
iPad
(ie
choosing
between
apps)
etc
have
recently
been
released
or
will
be
released
shortly.
GoTalk
Now

29. • Fat
Cat
apps
from
Point
and
Read
are
a
series
of
AAC
apps.
• Some
of
them
are
“novelty”
AAC
Apps
(e.g.
Fat
Cat
Pirate
Chat
and
Fat
Cat
Outback
Chat).
• The
other
apps
each
address
an
area
that
is
idenNfied
in
the
literature
as
a
weakness
in
many
AAC
systems
or
as
something
that
many
people
who
use
AAC
don’t
use.
Fat
Cat
Chat
apps

30. • Fat
Cat
Snappy
Chat
specifically
addresses
Small
Talk.
• Research
into
CommunicaNve
Competence
tells
us
that
Small
Talk
is
may
be
an
area
which
isn’t
covered
in
many
AAC
systems
• But
by
using
Small
Talk
a
person
who
uses
AAC
can
become
a
more
valued
communicaNon
partner
and
be
seen
as
a
more
competent
communicator
(Light
and
Binger,
1998).
Fat
Cat
Snappy
Chat

31. • Fat
Cat
Chat
Repair
addresses
the
area
of
communicaNon
breakdowns
–
and
how
to
repair
them.
• While
both
of
these
are
not
a
fabulous
stand
alone
communicaNon
system
for
an
individual,
they
can
provide
great
inspiraNon
on
including
such
phrases
and
language
in
any
more
comprehensive
system
you
are
seOng
up
Fat
Cat
Chat
Repair

32. • Comprehensive
AAC
app
• Can
create
mulNple
communicaNon
pages
and
link
them
together.
• It
has
a
comprehensive
symbol
library
of
SymbolSNx
symbols
and
comes
with
some
pre-­‐designed
page
sets
-­‐
or
you
can
make
your
own
mulN-­‐level
communicaNon
system
means
you
can
be
in
control
of
the
language
and
the
way
in
which
the
language
is
arranged.
• Proloquo2Go
2.0
and
above
has
core
vocabulary
based
page
opNons.
• Core
vocabulary
is
an
evidence
based
approach
to
AAC
which
has
been
in
use
for
a
large
number
of
years.
• Core
vocabulary
gives
the
user
access
to
enough
language
that
their
language
development
isn’t
held
back
by
other’s
expectaNons.
It
also
allows
those
in
the
user’s
environment
enough
language
to
model
communicaNon
to
them
throughout
the
day.
Proloquo2Go

33. • Another
comprehensive
AAC
app
• Different
organisaNon
• We’ll
look
at
this
more
later
Avaz
AAC
app
for
Au3sm

34. • Predictable
is
a
text-­‐to-­‐speech
based
AAC
app.
• It
allows
the
user
to
type
and
talk
-­‐
or
Facebook
-­‐
or
email.
• Predictable
offers
opNons
for
saving
typed
sentences
• Has
word
predicNon
support
while
you
are
typing.
•
Offers
voice
banking
• Predictable
also
has
comprehensive
access
opNons
-­‐
visual
and
auditory
scanning.
Predictable

35. If
you
are
in
doubt
about
whether
an
app
might
be
suitable
–
try
using
it
yourself
for
a
while.
If
you
can't
use
it
as
a
competent
communicator
-­‐
how
can
you
model
it
or
expect
someone
else
to
use
it?

36. A
PROCESS
FOR
SELECTING
APPS

37. A
process
for
selec3ng
apps
Created 12/09/2012 : Janelle Sampson - Janelle@twowaystreet.net.au
CHOOSING APPS FOR COMMUNICATION
What do you want to
do? (goal or
communication
challenge)
What communication
is required and with
who?
How do you envisage
your (or your child's)
participation?
What can you/they
already do?
What do you/they
need to add?
Priorities and
compromises.
(See attached list)
Is the iPad the best
way to acheive this?
I need an app that
does .........
List possible apps and
pros and cons. Use
feature comparison
charts.
Select app for trial.
Set up preferred app and
prepare for situation. MODEL, ROLE PLAY AND
PRACTICE
USE , Modify, update, USE
Consider preferences, issues,
breakdowns, compare with others,
etc
Is the iPad the best option? What
other modes might be used for
participation in this setting.

38. • Need
to
address
parNcipaNon
needs
and
pragmaNc
funcNons
• Consider
social
networks
• Consider
pracNcaliNes
and
other
realiNes
• MulN-­‐modal
• Meet
communicaNon
challenges
• Feature
matching
• Vocabulary
consideraNons
• MODEL
MODEL
MODEL
• Learn
in
natural
contexts
-­‐
pracNce
and
modify
Key
Points

39. • Need
to
address
parNcipaNon
needs
and
pragmaNc
funcNons
Ø What
do
you
want
to
do?
Ø Or
what
type
of
app
do
you
need?
Ø Eg.
Comprehensive,
acNvity
specific,
iniNaNng
communicaNon
A
process
for
selec3ng
apps

40. • Consider
social
networks
Ø What
type
of
communicaNon
is
required
and
with
who?
Ø importance
of
communicaNon
partners
and
environmental
consideraNons
A
process
for
selec3ng
apps

41. • Consider
pracNcaliNes
and
other
realiNes
Ø How
do
you
envisage
your
(or
your
child’s)
parNcipaNon?
Ø PrioriNes
and
compromises
A
process
for
selec3ng
apps

42. • MulN-­‐modal
Ø What
can
you
or
they
already
do?
A
process
for
selec3ng
apps

43. • Meet
communicaNon
challenges
Ø What
do
you
/they
need
to
add?
Ø Don’t
solve
a
problem
that
doesn’t
exist
Ø PrioriNes
and
compromises
A
process
for
selec3ng
apps

44. • Feature
matching
Ø Is
the
iPad
the
best
way
to
achieve
this?
Ø I
need
an
app
that
does…..
Ø Feature
matching
rubrics
and
matrices
Ø User
abiliNes
Ø List
possible
apps
and
pros
and
cons
Ø Select
app
for
trial
A
process
for
selec3ng
apps

45. • RELAAACs:
Rubric
for
evaluaNng
the
language
of
apps
for
AAC
from
Carole
Zangari
and
Robin
Parker
hlp://bit.ly/1pgxJSF
• Jessica
Gosnell's
checklist
of
app
features
AAC
Ferret
hlp://bit.ly/1nf5Hm0
• AAC
Ferret
hlp://bit.ly/1nf5P54
• AAC
Tech
Connect
hlp://www.aac
techconnect.com/
Feature
Matching

46. • Vocabulary
consideraNons
Ø Setup
preferred
app
and
prepare
for
situaNon(s)
A
process
for
selec3ng
apps

47. • MODEL
MODEL
MODEL
Ø Model
Ø Role
play
Ø PracNce
A
process
for
selec3ng
apps

48. • Learn
in
natural
contexts
-­‐
pracNce
and
modify
Ø USE,
modify,
update,
USE
A
process
for
selec3ng
apps

49. • Using
Jessica
Gosnell’s
chart
to
compare
comprehensive
AAC
apps
Feature
matching

50. Sono
Flex
Output
Synthesised-­‐
male,
female,
boy,
girl
Unable
to
change
pronunciaNons
Speech
SeOngs
Speak
axer
each
word,
Unable
to
speak
axer
each
leler,
no
punctuaNon,
Unable
to
adjust
rate
RepresentaNon
Symbol
SNx,
text,
Able
to
import
own
photographs
Only
one
symbol/
photo
per
bulon
Display
Symbol
based,
flick
between
home
core
page
&
contexts
page,
Horizontal
orientaNon
only,
small
message
window
text
size
etc.
Can
customise
label,
message,
symbol,
part
of
speech,
ABC
keyboard,
arrow
bulon
(axer
work
is
spoken)
Feedback
Features
None
Rate
Enhancement
No
word
predicNon,
“history”
list,
scrolling
pages
Access
Direct
Fine
Motor
Unable
to
change
size
of
cells
or
number
of
cells
Require
swipe
and
point
Support
Manual/
video
tutorials
Miscellaneous
Edit
on
iPad,
able
to
lock
edit
in
seOngs

51. TouchChat
HD
Output
Recorded
and
synthesised
speech,
7
US
and
UK
voices,
male,
female
and
child
Speech
SeOngs
Ability
to
edit
pronunciaNon,
rate
and
pitch
adjustments,
speak
axer
each
leler,
word,
sentence
RepresentaNon
Symbol
SNx,
text,
can
import
your
own
images
Display
Dynamic,
Text
to
Speech,
7
page
sets
with
ability
to
purchase
addiNonal
sets
(e.g.
WordPower),
message
window
with
symbols
as
an
opNon,
core
and
fringe
vocab,
page
layout
and
messages
can
all
be
customised
(colour,
bulon,
font),
verNcal
and
horizontal
orientaNon,
mulN
line
message
window
Feedback
Features
Highlight
touch
on
bulons
Rate
Enhancement
Word
predicNon,
abbreviaNon
expansion
Access
Direct
access
(hold
and
release
Nme,
acNvate
on
release),
Tilt
the
device
to
have
message
enlarge
on
screen
Fine
Motor
Point,
Gestures
can
be
added
to
pages
or
page
sets
Support
Website,
live
and
recorded
webinars,
manual
and
quick
reference
guide,
range
of
arNcles,
Ncket
support
system,
email
Miscellaneous
Vocab
from
message
window
can
be
sent
to
email,
text,
Facebook
etc.
Subscribe
to
iShare
to
share
pages
with
community.
Purchase
Windows
Editor
to
edit
on
your
computer.
Can
also
edit
on
iPad
Program
bulons
to
play
media

52. Grid
Player
Output
Recorded
and
synthesised
speech,
7
US
and
UK
voices,
male,
female
and
child
Speech
SeOngs
Ability
to
edit
pronunciaNon,
rate
and
pitch
adjustments,
speak
axer
each
leler,
word,
sentence
RepresentaNon
Symbol
SNx,
text,
can
import
your
own
images
Display
Dynamic,
Text
to
Speech,
7
page
sets
with
ability
to
purchase
addiNonal
sets
(e.g.
WordPower),
message
window
with
symbols
as
an
opNon,
core
and
fringe
vocab,
page
layout
and
messages
can
all
be
customised
(colour,
bulon,
font),
verNcal
and
horizontal
orientaNon,
mulN
line
message
window
Feedback
Features
Highlight
touch
on
bulons
Rate
Enhancement
Word
predicNon,
abbreviaNon
expansion
Access
Direct
access
(hold
and
release
Nme,
acNvate
on
release),
Tilt
the
device
to
have
message
enlarge
on
screen
Fine
Motor
Point,
Gestures
can
be
added
to
pages
or
page
sets
Support
Website,
live
and
recorded
webinars,
manual
and
quick
reference
guide,
range
of
arNcles,
Ncket
support
system,
email
Miscellaneous
Vocab
from
message
window
can
be
sent
to
email,
text,
Facebook
etc.
Subscribe
to
iShare
to
share
pages
with
community.
Purchase
Windows
Editor
to
edit
on
your
computer.
Can
also
edit
on
iPad
Program
bulons
to
play
media

53. TapSpeak
Choice
Output
Recorded
and
synthesised
speech,
30
languages
and
80
voices
available
for
download
Speech
SeOngs
Rate
and
pitch
adjustment,
no
pronunciaNon
tool,
speak
when
inserNng
messages
into
message
window
RepresentaNon
Now
using
Pixon
symbols,
PCS
sNll
available
for
exisNng
customers,
able
to
add
own
photos,
keyboard
and
text
bulons
available,
library
usage
now
opNonal
in
version
4.0,
limited
starter
vocabulary
Display
1-­‐56
cells
per
board,
individual
boards
or
dynamic,
message
window
opNonal
with
customisable
size,
verNcal
and
horizontal
orientaNon,
edit
page
colour,
range
of
KB
Feedback
Features
Visual
scanning,
auditory
prompt/spoken
message,
zoom
Rate
Enhancement
None
Access
Direct,
1
or
2
switch
visual
and
auditory
scanning,
configurable
scanning,
Fine
Motor
Touch
mode,
Tap
mode,
detect
touch
on
release,
Touch
averaging,
anN
sNmming
seOng,
grab,
swipes,
mulNple
fingers
and
pinch
can
be
detected
Support
Website,
You
Tube
videos,
iBook
user
guide,
email
Miscellaneous
Edit
on
iPad,
Backup
to
Dropbox

54. Speak
For
Yourself
Output
Synthesised,
male
&
female
Speech
SeOngs
Speak
on
selecNon
only,
Adjust
speech
rate
and
pitch,
no
pronunciaNon
tool,
RepresentaNon
Core
word
based,
uses
Smarty
symbols
Display
Symbol
with
single
meaning
pictures,
QWERTY
keyboard
page,
Ability
to
hide/
show
words,
unable
to
edit
words
on
main
screen,
ability
to
add
own
photos
and
customise
vocab
on
secondary
screens,
horizontal
orientaNon
only,
unable
to
edit
text,
bulon
or
symbol
size,
symbol/text
in
message
window
Feedback
Features
None
Rate
Enhancement
Minimal
navigaNon,
app
blocks
duplicaNon
of
vocabulary
Access
Direct
Fine
Motor
Small
cells
1cm
x
1cm,
point
Support
Installed
programming
guide,
website,
Facebook
page,
You
Tube
Tutorials,
Miscellaneous
Edit
on
iPad,
able
to
lock
edit
in
seOngs
Able
to
text
messages
through
iMessage
Babble-­‐
toggle
between
the
full
vocab
set
and
individuals
customised
set

55. Proloquo2Go
Output
Synthesised,
male
&
female
and
child
Speech
SeOngs
Speak
on
selecNon
or
inserNon
to
message
window,
Adjust
speech
rate
and
pitch,
no
pronunciaNon
tool,
emphasis
RepresentaNon
Core
word
based,
uses
SymbolSNx
Display
Symbol
with
single
meaning
pictures,
QWERTY
keyboard
page,
Ability
to
hide/
show
words,
can
edit
all
pages,
ability
to
add
own
photos
and
customise
vocab,
horizontal
or
verNcal
orientaNon,
can
change
number
of
rows/columns
and
edit
colours,
text
or
symbol/text
in
message
window
Feedback
Features
Visual
scanning,
auditory
prompt/spoken
message
Rate
Enhancement
Word
predicNon
in
TTS
mode,
history
Access
Direct,
1
or
2
switch
visual
and
auditory
scanning,
configurable
scanning
Fine
Motor
Can
adjust
number
of
columns.
Some
adjustments
to
responsiveness
of
page
set.
Support
Installed
programming
guide,
website,
Facebook
groups,
You
Tube
Tutorials,
email
Miscellaneous
Edit
on
iPad,
able
to
lock
edit
in
seOngs
Backup
to
cloud
or
computer

56. Aaron
–
app
selec3on
• 7
years
old
• AuNsm
Spectrum
Disorder
• Complex
CommunicaNon
Needs
• Communicates
informally
• Body
language
• Facial
expression
• Natural
gesture
• Has
iPad
for
leisure
• Loves
camera

57. • Parents
purchased
Proloquo2Go
• Requested
support
of
school
to
learn
it
• Team
meeNng
to
discuss
• Using
flowchart
“Choosing
apps
for
CommunicaNon”
(Sampson
2012)
Aaron

58. A
process
for
selec3ng
apps
Created 12/09/2012 : Janelle Sampson - Janelle@twowaystreet.net.au
CHOOSING APPS FOR COMMUNICATION
What do you want to
do? (goal or
communication
challenge)
What communication
is required and with
who?
How do you envisage
your (or your child's)
participation?
What can you/they
already do?
What do you/they
need to add?
Priorities and
compromises.
(See attached list)
Is the iPad the best
way to acheive this?
I need an app that
does .........
List possible apps and
pros and cons. Use
feature comparison
charts.
Select app for trial.
Set up preferred app and
prepare for situation. MODEL, ROLE PLAY AND
PRACTICE
USE , Modify, update, USE
Consider preferences, issues,
breakdowns, compare with others,
etc
Is the iPad the best option? What
other modes might be used for
participation in this setting.

59. • Let
us
know
how
he
is
feeling
and
what
he
wants
through
the
day
(parents)
• For
Aaron
to
learn
to
use
more
formal
communicaNon
to
get
his
message
across
(school)
What
do
you
want
to
do?
(Goal
or
communica3on
challenge)

60. • CommunicaNon
with
people
at
home
and
school
and
in
other
seOngs.
What
communica3on
is
required
and
with
who?

61. • We
want
him
to
be
able
to
tell
us
if
he
is
sick
or
if
he
is
hungry
(parents)
• We
would
like
him
to
communicate
using
a
range
of
communicaNve
funcNons
such
as
requesNng,
commenNng,
iniNaNng,
asking
quesNons
throughout
the
day
(school)
How
do
you
envisage
his
par3cipa3on?

62. • Aaron
mostly
communicates
informally.
• If
he
wants
something,
he
either
goes
and
gets
it
or
he
goes
and
stands
near
it.
• If
no
one
noNces
that
he
is
standing
near
the
item
then
he
vocalizes
to
get
alenNon.
• If
he
is
feeling
unwell
he
vocalizes
and
becomes
distressed.
• If
he
doesn’t
want
something
he
either
doesn’t
respond
to
it
or
he
pushes
it
away.
• If
he
doesn’t
want
to
do
something
or
he
is
upset
by
something
he
may
vocalize
more
loudly
and
use
full
body
gestures.
What
can
you/they
already
do?

63. • Aaron
needs
to
be
able
to
ask
for
things
and
tell
us
when
he
is
feeling
sick.
So
he
needs
a
way
to
request
the
things
he
likes
and
some
words
about
being
sick
(parents).
• Aaron
needs
to
be
able
to
communicate
more
formally
with
others,
using
a
more
clearly
understood
communicaNon
system.
He
needs
access
to
a
range
of
common
(core)
words
and
he
needs
to
learn
how
to
use
them
for
a
range
of
communicaNve
funcNons
(school).
• He
needs
to
have
consistent
aided
language
sNmulaNon
to
learn
how
to
use
language
for
different
purposes
across
the
day,
plus
some
specific
instrucNon.
• He
needs
to
have
the
communicaNon
system
available
all
day
so
that
he
can
communicate
at
all
Nmes.
What
do
you/they
need
to
add?

64. • The
core
vocabulary
page
set
in
Proloquo2Go
is
an
opNon
for
providing
the
language
Aaron
needs.
• Strong
concerns
that
Aaron
may
have
difficulty
in
seeing
the
iPad
as
a
communicaNve
tool
• Used
to
using
it
for
leisure.
• Since
his
parents
have
purchased
Proloquo2Go,
those
working
with
Aaron
have
tried
to
use
it
a
few
Nmes
but
Aaron
wanted
to
leave
the
app
to
access
other
items
on
the
iPad.
• If
Guided
Access
was
used
to
stop
Aaron
leaving
Proloquo2Go,
he
became
distressed
at
not
being
able
to
leave
the
app.
• His
parents
also
have
experienced
this,
but
were
hoping
it
would
change
with
familiarity.
Priori3es
and
compromises

65. • Aaron’s
team
suggests
the
use
of
a
different
device
that
would
offer
the
language
features
that
Aaron
needs
• Different
device
wouldn’t
have
the
background
and
expectaNons
that
Aaron
associates
with
the
iPad.
• However,
his
parents
express
a
strong
wish
for
the
iPad
to
be
his
communicaNon
tool
because
they
feel
it
is
socially
acceptable
and
he
is
already
very
familiar
and
comfortable
with
it.
Priori3es
and
compromises

66. • His
team
suggests
that
they
trial
a
school
iPad
with
Proloquo2Go
which
will
be
in
a
different
coloured
protecNve
carry
case.
• This
second
iPad
will
be
consistently
referred
to
as
his
“device”
rather
than
iPad
and
Guided
Access
will
be
used
to
limit
access
to
Proloquo2Go.
• Other
apps
will
not
be
installed
on
the
iPad.
• They
hope
that
this
will
help
to
disNnguish
between
his
leisure
iPad
and
his
communicaNon
iPad.
Priori3es
and
compromises

67. • The
language
features
already
listed
above.
I
need
an
app
that
does….

68. • Proloquo2Go
because
Aaron
already
owns
this.
It
meets
the
language
needs
because
it
has
a
core
vocabulary
user
available
and
school
staff
are
already
familiar
with
it.
• Aaron’s
teacher
and
parents
agree
to
spend
some
Nme
customizing
the
app
within
the
next
4
weeks.
• Aided
language
sNmulaNon
(modelling)
of
vocabulary
will
begin
as
soon
as
the
school
iPad
has
been
setup.
• A
6
month
trial
of
the
app
on
school
iPad
will
occur
• If
successful,
the
purchase
of
a
second
iPad
for
Aaron
for
communicaNon
will
be
discussed.
Possible
apps
and
pros
and
cons

69. PICK
AN
APP,
BEGIN
THE
TRIAL
AND
EVALUATE!

70. EVALUATION

71. • Used
frequently,
interacNvely
and
generaNvely
to
express
a
wide
range
of
communicaNve
intents
• Occurring
during
at
least
80%
of
ongoing
classroom
programming
(as
speech
or
manual
sign
use
is)
• Being
used
to
mediate
communicaNon
with
classmates
as
well
as
personnel
(ie
teachers,
support
officers,
therapists)
• Be
designed
and
implemented
in
as
Nme
and
cost
effecNve
a
manner
as
possible
AAC
should
be:

72. • Light
(1989)
Ø LinguisNc
Competence
(mastery
of
the
linguisNc
code)
Ø OperaNonal
Competence
(access
methods,
on/off)
Ø Social
Competence
Ø Strategic
Competence
(make
the
most
of
the
vocab
they
have)
• See
Kovach
(2009)
for
an
assessment
based
on
this
structure
Communica3ve
Competence

73. • Does
the
user
know
how
to
combine
words
to
get
their
message
across?
• Does
the
app
have
vocabulary
that
supports
language
input
and
language
development?
Linguis3c
Competence

74. • Does
the
user
know
how
to
turn
the
iPad
on
and
off?
• Do
they
know
how
to
change
the
volume?
• Do
they
know
how
to
open
their
AAC
app?
Opera3onal
Competence

75. • Does
the
user
understand
not
just
when
it
is
appropriate
to
communicate
but
what
it
is
appropriate
to
communicate?
• E.g.
words
we
don’t
use
in
at
school.
• E.g.
small
talk
Social
Competence

76. • Is
the
user
able
to
make
the
best
use
of
the
vocabulary
they
have
in
their
system?
Strategic
Competence

77. IMPLEMENTATION

78. • ProspecNve
users
must
be
provided
with
frequent
examples
of
interacNve,
generaNve
use
to
acquire
any
semblance
or
proficiency.
• No-­‐one
would
dispute
the
fact
that
it
would
be
very
difficult
to
become
a
fluent
speaker
or
French,
if
you
instructor
seldom
used
French
in
your
presence.
• Likewise,
it
is
difficult
for
a
nonspeaker
to
become
a
proficient
AAC
user
if
other
people
never
model
interacNve
use
of
their
system
during
all
aspects
of
the
day.
Aided
Language
Goossens’,
Crain
and
Elder
(1988);
Goossens’
(2010)

79. • It
is
criNcal
for
an
individual
to
not
only
have
symbols,
but
also
to
have
experience
with
those
symbols
in
a
symbol
rich
environment
/
print
rich
environment.
The
typically
developing
child
will
have
been
exposed
to
oral
language
for
approximately
4,380
waking
hours
by
the
Nme
he
begins
speaking
at
about
18
months
of
age.
• If
someone
is
using
a
different
symbol
set
and
only
has
exposure
to
it
two
Nmes
a
week,
for
20
–
30
minutes
each,
it
will
take
the
alternate
symbol
user
84
years
to
have
the
same
experience
with
his
symbols
that
the
typically
developing
child
has
with
the
spoken
word
in
18
months!!!
Aided
Language
Jane
Korsten
(2011)
QIAT
Listserv
4th
April

80. • The
typically
developing
child
will
demonstrate
language
competency
around
9
–
12
years
of
age
having
been
immersed
in
and
pracNcing
oral
language
for
approximately
36,500
waking
hours.
For
9
–
12
years
that
child
has
been
using
and
receiving
correcNve
feedback
while
pracNcing
with
the
spoken
word.
• At
twice
a
week,
20
–
30
minutes
each
Nme,
it
will
take
the
alternate
symbol
user
701
years
to
have
the
same
experience.
Aided
Language
Jane
Korsten
(2011)
QIAT
Listserv
4th
April

81. • In
evaluaNng
any
AAC
system….
• If
you
(as
a
person
proficient
in
language)
cannot
use
a
communicaNon
system
or
display
throughout
an
interacNon
then
how
can
you
provided
Aided
Language
SNmulaNon?
• If
you
cannot
use
it,
is
it
designed
well?
Aided
Language

82. Input
Output
Spoken
language
development
Spoken
Language
Spoken
Language
Spoken
Language
Aided
Language
Child
learning
aided
symbols
Porter
(2004)

83. Porter
(2004)
Input
Output
Child
learning
aided
symbols
Aided
Language
Spoken
Language
(Sign
language)
Aided
Language
(Spoken
Language)
(Sign
language)

84. PROLOQUO2GO
CLASSROOM
AT
MALKARA
SCHOOL

85. • Malkara
is
a
specialist
school
in
Canberra;
• Over
100
students,
from
early
childhood
through
to
Year
6;
• The
majority
of
students
alending
Malkara
have
complex
communicaNon
needs;
• Historically,
AAC
systems
have
not
been
well
used/
supported
in
the
school;
• AddiNonally,
not
every
student
has
been
provided
with
an
AAC
system.
Proloquo2Go
classroom
at
Malkara
School

86. • A
Proloquo2Go
group
was
run
in
Term
2,
2011
by
Cathy
Hurman,
Speech
Language
Pathologist
from
Therapy
ACT
with
7
students
from
Yrs
4
–
6;
• Most
of
the
students
in
the
group
had
an
iPad
with
Proloquo2Go
at
home
or
school,
but
used
it
very
lille;
• It
was
felt
the
group
had
good
outcomes,
and
an
alempt
was
made
to
conNnue
it
in
terms
3
&
4
but
as
students
were
from
3
different
classrooms
it
only
happened
a
few
Nmes.
Proloquo2Go
Group
2011

87. • In
2012,
6
students
who
had
a
recommendaNon
to
use
an
iPad
with
Proloquo2Go
from
a
therapist
were
placed
in
the
same
classroom
• All
students
were
in
Grade
5
or
6
• IniNally
Cathy
Hurman
from
Therapy
ACT
provided
support
with
ideas
in
seOng
the
communicaNon
pages
up.
Proloquo2Go
Class
2012

88. • 6
students
with
complex
communicaNon
needs;
• 1
student
had
a
few
words/vocalisaNons;
• 3
students
had
more
words
but
are
very
unclear
even
to
familiar
communicaNon
partners;
• 1
student
was
an
elecNve
mute
and
doesn’t
speak
at
school;
• 1
student
had
a
progressive
neurological
condiNon
and
had
deterioraNng
speech.
The
Students
2012

89. • In
Term
1
iPads
used
in
limited
situaNons,
such
as
morning
circle
and
in
some
subjects
or
working
in
the
canteen.
• Phrase
based
communicaNon
• Please
note
–
I
don’t
recommend
this
implementaNon!
This
was
before
I
was
involved
in
the
project.
Term
1
2012

90. • Staff
saw
reduced
challenging
behaviour
• Students
interacted
with
others
more
• Demonstrated
improved
social
competence
Term
1
Posi3ves

91. • Phrase
based
communicaNon
wasn’t
improving
linguisNc
competence;
• Students
mostly
limited
to
communicaNng
in
situaNons
that
had
scripts;
• Students
were
mostly
responding
rather
than
iniNaNng
(partly
due
to
vocabulary
and
partly
lack
of
modeling).
• Sought
support
of
external
speech
language
pathologist
Term
1
Issues

92. • Implemented
core
vocabulary
users
in
Proloquo2Go
2.0
• Started
aided
language
input
straight
away
• Teacher
slowly
customised
page
sets
Term
2

93. • Page
set
with
core
(high
frequency)
words
and
fringe
words
that
works
across
the
day
• Students
can
communicate
iniNally
with
key
words
(if
needed)
and
then
transiNon
to
include
lille
words
• Can
change
number
of
rows
and
columns
for
different
students
language,
access
and
vision
requirements.
Core
vocabulary
user
in
Proloquo2Go

94. • Connected
iPad
to
interacNve
whiteboard
to
model
to
class
• Extra
iPads
for
staff
to
pracNce
familiarising
with
vocabulary
• Staff
began
parNcipaNng
in
classroom
using
the
Proloquo2Go
as
their
communicaNon
system
at
Nmes
(no
speech)
To
faciliate
aided
language
s3mula3on
(modelling)

95. • Students
began
combining
between
2
to
7
icons
• CommunicaNng
with
each
other,
not
just
staff
• Students
iniNaNng
lots
more
• Wider
school
community
began
seeing
students
as
more
competent
communicators.
Term
3

96. • Commenced
more
explicit
instrucNon
• During
Term
4
began
a
range
of
acNviNes
aimed
at
increasing
range
of
vocabulary
for
students;
• Played
barrier
games,
read
books
aloud,
did
lots
of
sabotage,
increased
our
expectaNons;
• Started
using
levels
of
cuing.
Term
4

97. Library
AA
from
Reading
A
-­‐
Z

98. Toca
Boca
Hair

99. • Clicky
SNcky
(on
IWB
with
students
instrucNng)
• Guess
Who?
• Barrier
Games
(low
and
high
tech)
• What
am
I?
• Celebrity
Head
• Guess
the
Person
• etc
Other
specific
ac3vi3es
we
did…

100. And
we
never
stopped
modelling….
Input
Output
Child
learning
aided
symbols
Aided
Language
Spoken
Language
(Sign
language)
Aided
Language
(Spoken
Language)
(Sign
language)

101. • Mostly
technical!
• DifficulNes
with
iPads
owned
by
families
and
geOng
upgrades
• Downloading
upgrades
and
voices
on
school
internet
• GeOng
students
and
staff
to
ensure
iPads
are
taken
everywhere!!!!
Challenges

102. • All
students
from
the
class
now
have
a
core
vocabulary
page
set
in
Proloquo2Go
that
they
can
use
in
a
range
of
situaNons
and
with
different
communicaNon
partners
• They
have
moved
from
no
AAC,
to
phrase/situaNon
based,
to
real
and
flexible
communicaNon;
Successes

103. • Students
iniNate
AND
respond;
• All
students
showed
improvements
in
linguisNc
competence,
social
competence,
strategic
competence
and
operaNonal
competence;
• All
students
can
combine
key
words
to
be
understood.
Four
of
the
students
typically
use
between
one
and
three
words
per
ulerance;
• One
student
is
composing
sentences
with
some
lille
words,
averaging
5
words
per
ulerance;
• One
student
is
composing
grammaNcally
correct
sentences
of
up
to
12
words.
Successes

104. • Let’s
Talk
About
AAC
Apps
on
the
Tech
In
Special
Ed
blog
• Stop
with
the
“Lille
Words”
grab-­‐bag
in
AAC
from
Speech
Dudes
• “What
is
the
best
AAC
app
out
there?”
From
speechie
apps
• Lots
on
PrAACNcal
AAC
from
Robin
Parker
and
Carole
Zangari
Blog
posts
on
AAC
apps

105. • #AACApps
• #Augcomm
• #TweetAAC
• #assisNvetech
• #SLPeeps
TwiIer
tags
to
follow

106. COMMUNICATION
IS
CONVERSATION